Grade 4 ELA Theme 3 How Do I Express Myself?
Focus Standard
Objective (s)
Activities / Materials
Assessment
Reading Literature / Informational Text
Essential Questions
What are ways you can express yourself? (i.e. speech,
art, journals)
Why can some people express themselves better than
others?
Why do people express themselves?
CRAFT AND STRUCTURE
RL.4.5. Explain major differences between poems,
drama, and prose, and refer to the structural elements
of poems (e.g., verse, rhythm, meter) and drama (e.g.,
casts of characters, settings, descriptions, dialogue,
stage directions) when writing or speaking about a text.
INTEGRATION OF KNOWLEDGE AND
IDEAS
RL.4.7. Make connections between the text of a story
or drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text
RI.4.7. Interpret information presented visually, orally,
or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web
pages) and explain how the information contributes to
an understanding of the text in which it appears.
Students will:
Interpret text features
(headings, graphics, charts,
timelines, diagrams) and/or
make connection between
text and the content of text
features.
1.
2.
3.
4.
5.
6.
Focus on Poetry Houghton-MIfflin
Poetry, drama, and prose packet www.teacherspayteachers.com
Lesson 3 Drama Common Core Support Coach
Lesson 4 Pooetry Common Core Supprt Coach
Giraffe and a Half by Shel Silverstein
Happy Birthday, Dr. King!! In Houghton Mifflin
Explain major differences
between poems, drama, and
prose, and refer to structural
elements of poems and drama
when writing or speaking
about a text.
Formative: Thumbs up/ Thumbs
down, PDN, cooperative centers,
ticket out, and journal writing
Summative: Study Island quizzes,
teacher created quizzes, graded
PSSA released item samples, and
Houghton-Mifflin tests and quizzes
Make connections between
the text of a story or drama
and a visual or oral
presentation of the text,
identifying where each
version reflects specific
descriptions and directions in
the text.
Reading Foundational Skills
FLUENCY
RF.4.4. Read with sufficient accuracy and fluency to
support comprehension.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression.
All students will:
Read on level text with
purpose and understanding.
Read on level text orally with
accuracy, appropriate rate,
and expression on successive
readings.
Read many examples of
1.
2.
3.
4.
5.
6.
7.
Poems from Houghton-Mifflin
Poems from poetry books using various authors.
Triumph Lessons
Study Island
Happy Birthday, Dr. King
Leveled Readers
Vocabulary
Formative:
Thumbs up/ Thumbs down, PDN,
cooperative centers, ticket out, read
alouds, journal writing, fluency
checks, Read 180
Summative: Graded fluency from
Read 180
Grade 4 ELA Theme 3 How Do I Express Myself?
poetry to identify examples of
figurative language.
Writing
TEXT TYPES AND PURPOSES
W.4.1. Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an opinion,
and create an organizational structure in which related
ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and
details.
c. Link opinion and reasons using words and phrases
(e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related
to the opinion presented.
Write opinion pieces on topics
or texts, supporting a point of
view with reasons and
information.
Released items from PA Department of Education
Read 180 Writing prompts.
Houghton Mifflin Reading Series
Leveled Readers questions
Students will complete writing
prompts using TRACES in
order to prepare for the
upcoming PSSA’s
Formative: Students will underline,
with crayons or colored pencils all
the elements of each TRACES
Summative:
Graded writing piece according to
PSSA writing rubric.
PRODUCTION AND DISTRIBUTION OF
WRITING
W.4.4. Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
Language
VOCABULARY ACQUISTION AND USE
L.4.5. Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
a. Explain the meaning of simple similes and
metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common
idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating
them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
L.4.4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 4
Explain elements of figurative
language (similes, metaphors,
idioms, adages, and proverbs.
Demonstrate understanding
of words by relating them to
antonyms and synonyms.
Analyze word parts (roots,
affixes, base words) to figure
out the meanings of
unfamiliar words.
1.
2.
3.
4.
5.
6.
7.
8.
PDN-Please do now
Coach Books
Triumph
Leveled Readers
Hougton-Mifflin Reading Series
Study Island assignments
Various lessons from online sources.
PSSA released items
Formative: Think, Pair, Share
Ticket out, centers, prefix-suffix tiles.
Summative: study island quizzes and
teacher created quizzes.
Grade 4 ELA Theme 3 How Do I Express Myself?
reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., definitions, examples, or
restatements in text) as a clue to the meaning of a
word or phrase.
b. Use common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word
(e.g., telegraph, photograph, autograph).
Speaking and Listening
COMPREHENSION AND
COLLABORATION
SL.4.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or
studied required material; explicitly draw on that
preparation and other information known about the
topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry
out assigned roles.
c. Pose and respond to specific questions to clarify or
follow up on information, and make comments that
contribute to the discussion and link to the remarks of
others.
d. Review the key ideas expressed and explain their
own ideas and understanding in light of the discussion.
Students will be able to stay
on topic while in a discussion
group.
Students will be able to
express ideas clearly when
discussing a topic.
Students will be prepared to
actively participate in
classroom discussions about
various topics.
1.
2.
3.
4.
Houghton Mifflin Resources
Triumph
Study Island
Various online activities.
Formative: Class Discussions, Read
alouds, Think-pair-share, journal
sharing, popcorn reading and
discussion
Summative:
Grade 4 ELA Theme 3 How Do I Express Myself?